Abstract

The present research aims to investigate the impact of the factors of technology-integrated attitude (TIA), computer self-efficacy (CSE), technological knowledge (TK), task-technology fit (TTF), teaching experience (TE) and technological pedagogical knowledge (TPK) on technology-integrated intention (TII) and provide a causal model tailored to the impact of these factors on TII in the teaching-learning process (TLP). The research is applied, and in terms of data acquisition method and data analysis, it is a descriptive, correlational research. The research was conducted among 370 high school teachers in Shiraz in 2017-2018. The questionnaire was used for the data acquisition. The path analysis method was used to analyze the research hypotheses. The results show that the variables of TK and CSE directly and indirectly, attitude toward integration and TTF directly and TPK indirectly had a significant impact on TII in the TLP. The highest impact is related to CSE and the lowest total impact to TK on TII in the TLP.

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